NR 505 Course Syllabus

Chamberlain NR 505 Course Syllabus

Course Description

This course provides the scientific basis for the analysis and use of research to further develop a knowledge base and skill set that will maximize evidence-based practice in healthcare settings. Students will conduct an in-depth analysis of research methods as a framework for studying clinical issues. Students will build on their knowledge of the research process with an emphasis on analyzing the components of problems and issues related to nursing and other disciplines; finding, evaluating, and critiquing available literature; and critically evaluating qualitative and quantitative research methods, including design, sampling, data collection strategies, measurement, and interpretation of results. All of these skills will enable students to evaluate and critique findings to enhance evidence-based nursing practice, including dissemination of findings to support innovative change. Ethical issues will also be addressed throughout the course. Chamberlain NR 505 Course Syllabus

Textbooks and Resources
Required Textbooks
The following books are required for this course:
Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice (2nd ed.). Philadelphia, PA: Wolters Kluwer/Lippincott, Williams, & Wilkins.

Week, COs, and Topics

Readings

Assignments

Week 1

COs 1, 4, 6

Introduction: Levels of Evidence and Research Paradigms

Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice (2nd ed.). Philadelphia, PA: Wolters Kluwer/Lippincott, Williams, & Wilkins.

Chapter 1: Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry

Chapter 2: Asking Compelling Clinical Questions

Chapter 3: Finding Relevant Evidence to Answer Clinical Questions

Chapter 4: Critically Appraising Knowledge for Clinical Decision Making

Graded Discussion

Week 2

COs 1, 2, 4

Purpose and Design of Research Studies

Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice (2nd ed.). Philadelphia, PA: Wolters Kluwer/Lippincott, Williams, & Wilkins. Chamberlain NR 505 Course Syllabus

1 Chapter 5: Critically Appraising Quantitative Evidence for Clinical Decision Making

2 Chapter 6: Critically Appraising Qualitative Evidence for Clinical Decision Making

Helpful References

1 Chapter 17: Generating Evidence Through Quantitative Research

2 Chapter 18: Generating Evidence Through Qualitative Research

Graded Discussion

Week 3

COs 2, 3, 4

Critiquing and Reviewing the Literature

Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice (2nd ed.). Philadelphia, PA: Wolters Kluwer/Lippincott, Williams, & Wilkins.

• (Review) Chapter 5: Critically Appraising Quantitative Evidence for Clinical Decision Making

• (Review) Chapter 6: Critically Appraising Qualitative Evidence for Clinical Decision Making

Helpful References:

• Chapter 17: Generating Evidence Through Quantitative Research

• Chapter 18: Generating Evidence Through Qualitative Research

Portfolio Assignment 1: The Research Summary Table

Graded Discussion

Week 4

COs 4, 5

Sampling Procedures and Ethical Implications of Research

Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice (2nd ed.). Philadelphia, PA: Wolters Kluwer/Lippincott, Williams, & Wilkins.

• Chapter 20: Ethical Considerations for Evidence Implementation and Evidence Generation. Chamberlain NR 505 Course Syllabus

Articles

• Centers for Disease Control and Prevention (2010). U.S. Public Health Service: Syphilis study at Tuskegee. Retrieved from http://www.cdc.gov/tuskegee/

• Resnik, D. (2012.). Research ethics timeline (1932-present). Retrieved from http://www.niehs.nih.gov/research/resources/bioethics/timeline/index.cfm

Portfolio Assignment 2: NIH Training

Graded Discussion

Week 5

COs 3, 6

Collecting, Analyzing, and Interpreting Quantitative Data

Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice (2nd ed.). Philadelphia, PA: Wolters Kluwer/Lippincott, Williams, & Wilkins.

NR 505 Course Syllabus

Review

• Chapter 5: Critically Appraising Quantitative Evidence For Clinical Decision Making

• Chapter 6: Critically Appraising Qualitative Evidence For Clinical Decision Making

• Chapter 17: Generating Evidence Through Quantitative Research

• Chapter 18: Generating Evidence Through Qualitative Research

Portfolio Assignment 3: Critique of a Systematic Review (this assignment must be submitted to Turnitin via the dropbox)

Graded Discussion

Week 6

COs 2, 3

Models of Evidence-Based Practice

Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice. (2nd ed.). Philadelphia, PA: Wolters Kluwer/Lippincott, Williams, & Wilkins.

• Chapter 9: Implementing Evidence in Clinical Settings

• Chapter 10: The Role of Outcomes in Evaluating Practice Change

• Chapter 11: Models to Guide Implementation of Evidence-Based Practice

• Chapter 12: Creating a Vision and Motivating a Change to Evidence-Based Practice in Individuals, Teams, and Organizations

• Chapter 15: ARCC Evidence-Based Practice Mentors: The Key to Sustaining Evidence-Based Practice

Graded Discussion

Week 7

COs 3, 6

Applying Evidence to Improve Quality and Safety

Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice (2nd ed.). Philadelphia, PA: Wolters Kluwer/Lippincott, Williams, & Wilkins.

• Chapter 7: Patient Concerns, Choices, and Clinical Judgment in Evidence-Based Practice

• Chapter 8: Advancing Optimal Care with Clinical Practice Guidelines

Article

• Nannini, A., & Houde, S. (2010). Translating evidence from systematic reviews for policy makers. Journal of Gerontological Nursing, 36(6), 22–26. doi:10.3928/00989134-20100504-02.

Portfolio Assignment 4: Analysis and Application of a Clinical Practice Guideline

Graded Discussion

Week 8

CO 6

Synthesis of Learning in This Class

Suggested reading: Refer to the following chapters for ideas on addressing the Week 8 Discussion.

• Chapter 14: Teaching Evidence-Based Practice in Clinical Settings

• Chapter 15: ARCC Evidence-Based Practice Mentors: The Key to Sustaining Evidence-Based Practice

Graded Discussion

NR-505 Week 1 Graded Discussion: Identification of Area of Interest

For this discussion the focus is on presenting the area of interest for the evidence-based practice proposal that is … for this course.

State your area of research or evidence-based practice (EBP) interest from NR 500; remember that the topic must be consistent with your specialty track.
State your MSN program specialty track. Defend how your … area of research or EBP interest from NR 500 is consistent with your … MSN program track.
Would you like to change your area of research or EBP interest from NR 500? Why or why not?
If you changed or modified your area of research or EBP interest, please identify the revised area of research.
Defend how your area of research/EBP interest is of importance to the MSN program specialty track you have … Scholarly references.
Identify an initial PICOT/PICo question that reflects you area of interest for the evidence-based practice proposal … for this course.

Chamberlain NR 505 Course Syllabus Week 2 Assignment: Refinement of Nursing Concern into an Evidenced based Practice Proposal Using the Research Process

Purpose

This assignment provides the opportunity for the student to continue work on a previously identified area or phenomenon of interest related to their MSN specialty track. Week Two’s assignment builds upon the identified area of interest by developing an overview of the evidence-based practice (EBP) project and the PCIOT/PICo question. This assignment initiates the evidence-based practice proposal that is … throughout the entire course with each assignment adding components of the research process.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO#1 Integrate evidence-based practice and research to support advancement of holistic nursing care in diverse healthcare settings. PO 1
CO#2 Integrate knowledge related to evidence-based practice and person-centered care to improve healthcare outcomes. PO 2, 5
CO#4 Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies. PO 1, 2, 3, 5

Requirements

Description of the Assignment

This assignment builds on the identification of a nursing concern from NR 500 and the application of a nursing theory to the selected concern from NR 501. For this course, the selected concern and nursing theory then serve as a foundation to the identification of PICOT/PICo. Identification of the literature search strategy is also …

Criteria for Content

Overview of Selected Evidenced-based Practice Project: This section provides a foundation to the MSN EBP scholarly project. It should contain the following elements:

Explain the relationship between research and evidenced-based practice (EBP)
Distinguish how EBP is different from research
Explain the contribution of EBP to professional nursing
Identify your MSN Program Specialty Track and practice focus
Explain how EBP promotes change within your future practice setting

Identification of the Nursing Concern to … Improved: This section provides a comprehensive discussion of the selected nursing concern. It should contain the … elements:

Explain the selected nursing concern in detail
Identify how frequently the selected concern occurs within your specialty track setting
… stakeholders impacted by the concern
Identify the consequences of the selected concern
… your proposed solution to the selected concern
Identify a purpose statement for this EBP proposal

PICOT/PICo question and Literature Search Process: This section identifies the PICOT/PICo question that will used for this EBP proposal. The literature search parameters will also … identified. It should contain the following elements:

Identify the question in correct format with all required elements
PICOT for quantitative research approach
PICo for qualitative research approach
Identify how the expected outcome will … useful to your future practice setting
Discuss the purpose of conducting a literature review and the contribution it will provide to this EBP proposal. Chamberlain NR 505 Course Syllabus
Identify the steps used to conduct a literature review for this EBP proposal by including:
The specific library databases used
The key search terms and phrases used
The minor (additional) search terms and phrases used
Identify any specialty organization that is relevant to this EBP proposal

Theoretical Framework: This section presents the theoretical framework that will used in this EBP project. It should contain the following section:

Explain the theoretical framework to … used in this EBP proposal
Describe how the … theoretical framework is … to this EBP proposal

Preparing the Assignment

Criteria for Format and Special Instructions

The paper (excluding the title page and reference page) should … at least 5, but no more than 8 pages. Points will … lost for not meeting these length requirements.
Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is …
A minimum of 6(six) appropriate research-based scholarly references must … used. Required textbook for this course, dictionary and Chamberlain College of Nursing lesson information may NOT … used as scholarly references for this assignment. For additional assistance regarding scholarly nursing references, please see “What is a scholarly source” located in the Course Resources tab. Be aware that information from .com websites may be incorrect and should … avoided. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them prior to submission of the assignment.
Ideas and information from scholarly, peer reviewed, nursing sources must be cited and referenced correctly. Chamberlain NR 505 Course Syllabus
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

NR 505 Week 3 Graded Discussion Elements of Quantitative Research Design & Sampling

The focus of the Week 3 discussion is on two important elements of quantitative research studies- design and sampling. The approach or design, quantitative or qualitative, also applies to EBP projects. Both quantitative and qualitative have different designs or traditions that fall under these two broad categories.

Select a single-study quantitative research study article related to your specialty track and provide the permalink to the article. Then discuss each of the following items.

Identify whether the research study design is experimental, quasi-experimental, or nonexperimental. Provide the rationale for your answer.
Identify the appropriate representation for the research study article you selected using the nomenclature of X for intervention, O for observation and data collection, and R for random a assignment to a research study group.
……….. the type of sampling (probability vs. nonprobability) that was used in the research study article you selected.
Identify one advantage and one disadvantage to the sampling type used (probability vs. nonprobability).
Identify whether there was random assignment to research study groups in the research study article you have selected.
If random assignment to groups was … how does this strengthen the research study design?

Chamberlain NR 505 Course Syllabus Week 4 Threaded Discussion Qualitative Design and Sampling

With the focus on qualitative design and sampling, this is a great opportunity to compare and contrast quantitative and qualitative research approaches. For each of the following areas, apply information that considers one advantage and one disadvantage regarding

control over study conditions with the quantitative research approach;
control over study conditions with the qualitative research approach;
extending or generalizing results from a sample to a larger group or population with the quantitative research approach; and
extending or generalizing results from a sample to a larger group or population with the qualitative research approach.

Be sure to include scholarly references to support your information.

NR 505 Week 5 Threaded Discussion: Data Collection

Data collection is at the center of research because the facts gathered will contribute new information as well as answer the research question. For this discussion, please respond to each of the following topics.

Refine your PICOT question.
Explain your specific research approach (qualitative or quantitative or mixed methods) and how it has the potential to answer your research question.
Discuss you data collection method, addressing strengths and identifying one potential weakness.
Identify the actions you are proposing that will help ensure that quality data may be produced by your EBP project.

Chamberlain NR 505 Course Syllabus Week 8 Threaded Discussion: Future Use of Evidence-Based Practice

The lesson for Week 8 asks you to objectively reflect on your current use of evidence-based practice. Throughout this course you have worked hard and created a template for an EBP project proposal. Rather than look to the past, this discussion asks you to look to the future—your future as an MSN-prepared advanced practice nurse!

You are a nurse leader in your future advanced practice track-based setting. You notice that although nurses say they use evidence-based practice (EBP), you find very few examples of this. As the leader, you decide to develop an environment that fosters EBP. Please respond to each of the following topics.

How would you role model EBP in your future advanced practice setting? Be specific!
How would you foster an organizational culture that promotes EBP? How would you promote EBP throughout the entire organization? Chamberlain NR 505 Course Syllabus
You have one staff member who constantly says, “We have never done it this way—why change?” What actions would you take to change him or her from a distracter to a promoter of EBP?

NR 505 Course Syllabus

Chamberlain NR 505 Course Syllabus

Course Description